Bright Teach Bespoke Tutoring - How this Process is Important for your Child’s Success

At Bright Teach we look at the needs of your young person and select one of our dedicated tutors, based on their skill set. This is to ensure that your young person is given the best chance to enjoy their learning experience, which in turn will lead to greater engagement. 

Below is an interview with a Bright Teach student. She began working with a Bright Teach tutor in 2024, after spending several months at home on a reduced timetable. She had been struggling to cope at her school in East Sussex, and the learning accommodations that were in place were not being successful in meeting her needs. 

The bespoke tutoring that A received successfully restored her confidence and belief in herself as a learner. 

Meet A, a Bright Teach student who began working with one of our tutors in June 2024. 

An interview with A

When I first met you, A, I imagine it must have been hard for you to know what to expect. It might have felt a bit scary all being so new?

Yes! I didn’t know if I was going to like you, and I did. I missed my school play to meet you. “I wasn’t expecting to miss my school photos, so I felt sad at the time and anxious about meeting you. I had no idea how different it would feel working with you, compared to my experience of being in school. 

I am happy now looking back that I missed the school photo. Only one of my teachers understood me. I didn’t feel included. 

What did you imagine it would be like to have a 1:1 tutor?

I wasn’t expecting it to be really flexible. I am used to being told what to do and when to do it. At school I still had to do the work, with short breaks. They can’t always mold the work to your needs - sometimes my support worker would walk around the playground with me and we’d talk and laugh. If I couldn’t focus at school, I would be allowed to do something else. My main memory is that the pace was too fast for me. It made me ill mentally. I started pulling my hair, and banging my head on the wall when I came home, pinched or scratched my skin. 

I did have one teacher who reassured me and reminded me that I am a likeable person and not to worry. 

I did not believe that tutoring could be as flexible as you have been with me. 

How did you think of yourself as a learner when we first met?

I feel I have come a long way with you. I know I have and I feel a lot more confident in my reading. I feel a lot better. I can read signs on the street when I am walking around. I feel more confident and want to continue to learn. 

How important is it for you to feel safe and secure in yourself, in order that you can begin to start learning?

I need to trust someone first and then I can begin to learn. That’s the best way for me. At school I felt scared and I had a plan in my head to escape but I told no one. I did end up telling my Mum. 

Can you remember a time at school where you succeeded in something, or felt like you had succeeded?

When I wrote a poem - I got a certificate and it was a really big thing for me. I never got picked for going out or doing anything. The certificate made me feel happy and proud. It made me feel like I was doing something right. 

Can you describe what you have enjoyed about one to one tutoring?

Being listened to. For someone to understand me. The fact that I could have a say in how the lessons went, and to work on things that I am interested in helped me to focus. I have really enjoyed working on the beaver project and nature based learning. I have enjoyed learning my times tables in a fun way through games. 

What would you say to someone thinking about working with a Bright Teach tutor?

Give the person a chance, even if you are not sure. You want to feel comfortable and not too formal. Calm down and don’t worry about what other people think. 

Mum’s feedback:

When A first started her alternative provision, I wasn’t sure how much she would be able to participate because was suffering burnout. I was worried for her as her self-esteem was at an all-time low after her needs weren’t met for years at her mainstream primary school.

Although A was in year 7, she was unable to read or write. She was considered to be achieving at Year 1 to Year 2 level. A was unable to leave the house and she had been absent from school for weeks if not months at a time over the past year. 

I needn’t have worried however because Harriet was A’s tutor. Although A was naturally nervous and anxious, Harriet took her time and forced nothing upon A. There was a clear aim to build a bond and establish trust. From there the best foundation for learning was created. 

As the weeks progressed I can remember A running up to me, saying Mummy I actually learned something today!” Never had she felt this powerful emotion or pride and never had I seen her so excited about her learning! This was a life- changing moment that A and myself often recall. A now knew she could learn and absorb information through the individualised projects that Harriet was doing with her. It was all about the setting and working with the right tutor and things massively progressed from there. 

I think it’s important to share how for A, a typical mainstream school set-up didn’t work. Sitting at a desk, being asked to listen, learn and self-regulate just wasn’t possible for her. The noise of the classroom set-up, and the lack of support just doesn’t work for many children. 

Many months on A can now read better than ever. She has a love for books but can now pick the ones with words and not just pictures. She has learnt to love herself and allow herself to feel proud which has helped her self- esteem to increase. 

A is an 11-year old girl with ASD and dyslexia, who at one point wanted her life to literally end. A is now accepting of her diagnosis (which she wasn’t before). She embraces and throws herself into her learning journey. Whether that’s maths, English or crafting and the arts. 

I feel the key to this was firstly being granted the alternative provision in the form of a tutor. Thanks to Harriet, her expertise, her kind and empathetic and encouraging nature has been key. The level of expertise is second to none, and I will be forever grateful for her helping A, nurturing her to achieve and believe in herself. A will always remember these memories of Harriet, helping her for the rest of her life.

If any of the things that have been spoken about in this post resonate with you and have left you with any questions or you would like further support, please do feel free to reach out to us at send@brightteach.com and we’d be happy to help.